국문요약 ·············································································1
❘제1장❘서론 ······································································3
1. 연구의 목적 및 필요성 ············································································5
2. 연구방법 ···································································································7
3. 연구내용 ···································································································7
❘제2장❘사업의 개요 ··························································9
1. 관련 선행연구 ························································································11
2. 사업추진 대상 ························································································13
3. 사업추진 목표 ························································································16
4. 사업추진 경과 ························································································17
❘제3장❘‘안심 통학로’ 사업전략 ······································21
1. 서비스 컨셉 도출 ···················································································23
가. 문제의 발견 ·································································································23
나. 문제의 정의 ·································································································27
다. 서비스 컨셉 ·································································································31
2. 별톡별 서비스 ························································································32
3. 별빛계곡 서비스 ·····················································································38
4. 친구명찰 서비스 ·····················································································40
ii 서울시 학교폭력예방디자인 사업의 정책 활용을 위한 평가연구
❘제4장❘사업 효과성 분석 ···············································43
1. 조사설계 ·································································································45
가. 조사방법 ·····································································································45
나. 변수의 측정 ·································································································47
2. 조사결과 ·································································································52
가. 학교폭력예방 시설물 인지도 ····································································52
나. 학교폭력예방 시설 경험 및 만족도 ··························································61
다. 학교폭력예방 시설의 효과 ·········································································95
라. 별빛계곡 사용 경험 및 만족도 ································································124
마. 친구명찰에 대한 인식 및 경험 ································································127
❘제5장❘결론 ··································································135
1. 조사결과의 요약 ·························································································137
2. 정책대안의 제시 ·························································································141
참고문헌 ···········································································145
Abstract ··········································································147
부록 ··················································································151
[부록1] 1차 설문지 ·························································································151
[부록2] 2차 설문지 ·························································································162
목차 iii
표 차례
<표 2-1> 청소년의 비규범적 언어사용에 관한 연구 ··················································12
<표 2-2> 은평구 응암동 주요시설 ···············································································13
<표 2-3> 2014년 충암중학교 학교폭력실태조사 ·························································15
<표 4-1> 조사대상자 일반적 특징 ·················································································46
<표 4-2> 주요 측정 변수 ································································································47
<표 4-3> 공용주차장 옆 별톡별호를 목격한 경험 ························································52
<표 4-4> 성별에 따른 공용주차장 옆 별톡별호에 대한 인지도··································52
<표 4-5> 학년에 따른 공용주차장 옆 별톡별호에 대한 인지도··································53
<표 4-6> 공용주차장 옆 별톡별호의 인지경로·····························································53
<표 4-7> 성별에 따른 스쿨룩스 앞 별별이야기를 목격한 경험 ··································54
<표 4-8> 성별에 따른 스쿨룩스 앞 별별이야기에 대한 인지도··································54
<표 4-9> 학년에 따른 스쿨룩스 앞 별별이야기에 대한 인지도··································54
<표 4-10> 스쿨룩스 앞 별별이야기의 인지경로···························································55
<표 4-11> 후문 별빛언덕을 목격한 경험······································································55
<표 4-12> 성별에 따른 후문 별빛언덕에 대한 인지도 ················································56
<표 4-13> 학년에 따른 후문 별빛언덕에 대한 인지도 ················································56
<표 4-14> 후문 별빛언덕의 인지경로···········································································57
<표 4-15> 정문 옆 계단 별빛공장소를 목격한 경험 ····················································57
<표 4-16> 성별에 따른 정문 옆 계단 별빛공작소에 대한 인지도······························57
<표 4-17> 학년에 따른 정문 옆 계단 별빛공작소에 대한 인지도······························58
<표 4-18> 정문 옆 계단 별빛공작소의 인지경로·························································58
<표 4-19> 여중건물 옆 별톡별녹음실/게시판을 목격한 경험 ·····································59
<표 4-20> 성별에 따른 여중 건물 옆 별톡별녹음실/게시판에 대한 인지도············· 59
<표 4-21> 학년에 따른 여중 내 별톡별녹음실/게시판에 대한 인지도 ·······················60
<표 4-22> 여중 내 별톡별녹음실/게시판의 인지경로··················································60
<표 4-23> 성별에 따른 별톡별호 경험 정도 ································································62
<표 4-24> 학년에 따른 별톡별호 경험 정도 ································································62
<표 4-25> 별톡별호에 대한 인지도에 따른 별톡별호 경험 정도······························· 63
<표 4-26> 별톡별호 이용 경험 내용 ·············································································63
<표 4-27> 성별에 따른 별톡별호에 대한 만족도·························································64
<표 4-28> 학년에 따른 별톡별호에 대한 만족도·························································65
iv 서울시 학교폭력예방디자인 사업의 정책 활용을 위한 평가연구
<표 4-29> 별톡별호 경험 여부에 따른 만족도 차이 ····················································66
<표 4-30> 별톡별호에 대한 개선 요구 사항 ································································67
<표 4-31> 별톡별호 경험 여부에 따른 개선 요구 사항 ··············································68
<표 4-32> 성별에 따른 별별이야기 경험 정도 ·····························································69
<표 4-33> 학년에 따른 별별이야기 경험 정도 ·····························································69
<표 4-34> 시설물 인지도에 따른 별별이야기 경험 여부············································70
<표 4-35> 성별에 따른 별별이야기에 대한 만족도·····················································70
<표 4-36> 학년에 따른 별별이야기에 대한 만족도·····················································72
<표 4-37> 별별이야기 경험 여부에 따른 만족도 차이 ················································73
<표 4-38> 별별이야기에 대한 개선 요구 사항 ·····························································74
<표 4-39> 별별이야기 경험 여부에 따른 개선 요구 사항··········································74
<표 4-40> 성별에 따른 별빛언덕 경험 정도 ································································75
<표 4-41> 학년에 따른 별빛언덕 경험 정도 ································································75
<표 4-42> 시설물 인지도에 따른 별빛언덕 경험 여부 ················································76
<표 4-43> 성별에 따른 별빛언덕에 대한 만족도·························································76
<표 4-44> 학년에 따른 별빛언덕에 대한 만족도·························································77
<표 4-45> 별빛언덕 경험 여부에 따른 만족도 차이 ····················································79
<표 4-46> 별빛언덕에 대한 개선 요구 사항 ································································79
<표 4-47> 별빛언덕 경험 여부에 따른 개선 요구 사항 ··············································80
<표 4-48> 성별에 따른 별빛공작소 경험 정도 ·····························································81
<표 4-49> 학년에 따른 별빛공작소 경험 정도 ·····························································81
<표 4-50> 시설물 인지도에 따른 별빛공작소 경험 여부············································82
<표 4-51> 성별에 따른 별빛공작소에 대한 만족도·····················································82
<표 4-52> 학년에 따른 별빛공작소에 대한 만족도·····················································84
<표 4-53> 별빛공작소 경험 여부에 따른 만족도 차이 ················································85
<표 4-54> 별빛공작소에 대한 개선 요구 사항 ·····························································85
<표 4-55> 별빛공작소 경험 여부에 따른 개선 요구 사항··········································86
<표 4-56> 성별에 따른 별톡별녹음실/게시판 경험 정도·············································87
<표 4-57> 학년에 따른 별톡별녹음실/게시판 경험 정도·············································87
<표 4-58> 시설물 인지도에 따른 별톡별녹음실/게시판 경험 여부 ····························88
<표 4-59> 성별에 따른 별톡별녹음실/게시판에 대한 만족도 ·····································88
<표 4-60> 학년에 따른 별톡별녹음실/게시판에 대한 만족도 ·····································90
<표 4-61> 별톡별녹음실/게시판 경험 여부에 따른 만족도 차이································92
<표 4-62> 별톡별녹음실/게시판에 대한 개선 요구 사항·············································92
목차 v
<표 4-63> 별톡별녹음실/게시판 경험 여부에 따른 개선 요구 사항 ··························93
<표 4-64> 공용주차장 옆 길(별톡별호 설치) 이용 수준(낮) 변화·······························96
<표 4-65> 낮에 공용주차장 옆 길(별톡별호 설치) 이용 시 함께 다니는 사람 변화 ··· 96
<표 4-66> 공용주차장 옆 길(별톡별호 설치) 이용 수준(밤) 변화·······························97
<표 4-67> 스쿨룩스 앞 길(별별이야기 설치) 이용 수준(낮) 변화·······························97
<표 4-68> 낮에 스쿨룩스 앞 길(별별이야기 설치) 이용 시 함께 다니는 사람 변화 ··· 98
<표 4-69> 스쿨룩스 앞 길(별별이야기 설치) 이용 수준(밤) 변화·······························98
<표 4-70> 후문 길(별빛언덕 설치) 이용 수준(낮) 변화···············································99
<표 4-71> 낮에 후문 길(별빛언덕 설치) 이용 시 함께 다니는 사람 변화 ················ 99
<표 4-72> 후문 길(별빛언덕 설치) 이용 수준(밤) 변화·············································100
<표 4-73> 정문 옆 계단 길(별빛공작소 설치) 이용 수준(낮) 변화···························100
<표 4-74> 낮에 정문 옆 계단 길(별빛공작소 설치) 이용 시 함께 다니는 사람 변화 ·· 101
<표 4-75> 정문 옆 계단 길(별빛공작소 설치) 이용 수준(밤) 변화···························101
<표 4-76> 성별에 따른 별톡별호 효과 인식의 차이 ··················································102
<표 4-77> 학년에 따른 별톡별호 효과 인식의 차이 ··················································104
<표 4-78> 별톡별호 경험 여부에 따른 효과 인식의 차이········································105
<표 4-79> 성별에 따른 별별이야기 효과 인식의 차이 ············································106
<표 4-80> 학년에 따른 별별이야기 효과 인식의 차이 ··············································107
<표 4-81> 별별이야기 경험 여부에 따른 효과 인식의 차이 ·····································108
<표 4-82> 성별에 따른 별빛언덕 효과 인식의 차이 ··················································109
<표 4-83> 학년에 따른 별빛언덕 효과 인식의 차이 ··················································110
<표 4-84> 별빛언덕 경험 여부에 따른 효과 인식의 차이········································111
<표 4-85> 성별에 따른 별빛공작소 효과 인식의 차이 ··············································112
<표 4-86> 학년에 따른 별빛공작소 효과 인식의 차이 ··············································113
<표 4-87> 별빛공작소 경험 여부에 따른 효과 인식의 차이 ·····································114
<표 4-88> 성별에 따른 별톡별녹음실/게시판 효과 인식의 차이······························115
<표 4-89> 학년에 따른 별톡별녹음실/게시판 효과 인식의 차이······························116
<표 4-90> 별톡별녹음실/게시판 경험 여부에 따른 효과 인식의 차이 ·····················117
<표 4-91> 언어사용에 대한 태도 변화 ········································································119
<표 4-92> 시설물 경험 여부에 따른 언어사용에 대한 태도 차이····························120
<표 4-93> 비속어 및 은어 사용 경험 변화································································120
<표 4-94> 언어폭력 가해 및 피해 경험 변화 ····························································122
<표 4-95> 학교폭력 피해 경험의 변화 ········································································122
<표 4-96> 학교폭력 가해 경험의 변화 ········································································123
vi 서울시 학교폭력예방디자인 사업의 정책 활용을 위한 평가연구
<표 4-97> 성별에 따른 별빛계곡 경험 정도 ······························································124
<표 4-98> 학년에 따른 별빛계곡 경험 정도 ······························································125
<표 4-99> 성별에 따른 별빛계곡 설치 골목에 대한 두려움 변화 정도 ·················· 125
<표 4-100> 학년에 따른 별빛계곡 설치 골목에 대한 두려움 변화 정도 ················ 126
<표 4-101> 성별에 따른 별빛계곡에 대한 만족도 ·····················································126
<표 4-102> 학년에 따른 별빛계곡에 대한 만족도 ·····················································127
<표 4-103> 친구명찰 패용 정도(중학교 1학년) ··························································128
<표 4-104> 친구명찰 사용 경험의 변화(중학교 1학년) ·············································129
<표 4-105> 친구명찰을 사용하지 않은 이유 변화(중학교 1학년) ·····························129
<표 4-106> 친구명찰 사용한 학생들의 친구명찰에 대한 만족도 ·····························130
<표 4-107> 친구명찰 사용한 학생들의 성별에 따른 친구명찰에 대한 만족도······· 130
<표 4-108> 친구명찰의 학교폭력예방 효과에 대한 인식 변화 ·································131
<표 4-109> 학년에 따른 친구명찰의 학교폭력예방 효과에 대한 인식(2차조사) ····· 132
<표 4-110> 친구명찰 사용자의 학교폭력예방에 대한 효과 인식 변화 ····················132
<표 4-111> 친구명찰의 교우관계 효과에 대한 인식 변화 ········································133
<표 4-112> 학년에 따른 친구명찰의 교우관계 효과에 대한 인식(2차조사) ············ 133
<표 4-113> 친구명찰 사용자의 교우관계에 대한 효과 인식 변화 ···························134

국문요약서울시는 2012년부터 디자인 개선을 통해 학교폭력의 감소와 학생들의 심리적개선에 관심을 가지고 있다. 대표적인 사례가 강서구에 위치한 ‘공진중학교 사례’로교내에 버려지고 후미진 물리적･환경적 요소를 바꾸어 학생들의 낮은 자존감과 우울감 등 부정적인 심리상태까지도 긍정적으로 변화시킨 모범적인 사례로 평가받고 있다. 공진중학교 사례는 2014년 교육부 방침에 포함되어 전국 각 학교로 확산되고있고, 이러한 학교폭력예방디자인의 후속 사업으로 서울시는 은평구 충암중학교 주변의 지역에 ‘안심통학로’ 사업을 추진하였다. 이러한 사업이 중･장기적으로 효과성있는 학교폭력예방 프로그램으로 평가될 경우, 향후 교육부와 지자체를 통해 확산･보급될 여지가 클 것으로 예상된다. 이를 위해 보다 전문적인 연구기관에 의한 객관적인평가가 요구되었고, 한국형사정책연구원이 안심통학로 사업의 효과성 평가를 수행하였다. 연구의 수행은 학생들로부터 사업 시행 이전과 이후에 설문조사를 실시하여디자인 시설물 설치 이후 학생들의 경험이나 인식, 행동에 어떤 변화가 있는지를분석하였고, 학교의 협조를 얻어 학생들과 그룹면접을 실시하였다. 또한 연구자가수차례 학교를 방문하여 학교주변 실태를 점검하고 시설물 설치 이후 학생들의 행동을 관찰하는 현장관찰방법을 활용하였다.주요 조사 결과는 다음과 같다. 첫째, 학교폭력예방을 위해 등하교길에 설치된 시설물에 대한 인지도는 높은 편이지만, 해당 시설물이 무슨 이유로 설치된 것인지 모르는경우가 많았다.둘째, 시설물 이용경험은 전반적으로 남학생보다는 여학생이, 다른 학년에 비해서는 1학년의 이용경험이 높게 나타났다.셋째, 시설물의 만족도에 대해서는 절반 이상의 학생이 만족하는 것으로 나타났고,전반적으로 경험해 본 학생들의 만족도가 그렇지 않은 학생들보다 높은 편이었다.시설물이 설치된 후 ‘등하교길이 지루하지 않다’는 응답 또한 높았다.
넷째, 시설물에 대한 개선사항으로는 많은 학생들이 시설물에 대한 설명, 시설물에대한 관리, 효율적인 운영 방식의 필요성을 지적하였다.다섯째, 사업시행 이후 시설물이 설치된 길을 이용한다는 응답이 높게 나타나, 시설물이 설치된 장소가 친구들과의 놀이장소 혹은 만남의 장소로 활용되고 있는 것으로나타났다. 그리고 시설물의 설치 전과 후를 비교했을 때, 친구들 간에 나쁜 말 사용에대한 문제의식은 높아지지 않았으나, 욕설이나 모욕 등 언어폭력은 감소한 것으로나타났다. 이러한 결과를 이해하기 위해서는 중학생의 일상적인 언어습관에 대한 이해가 필요할 것으로 보인다. 즉 친구들과 의사소통을 위해 비속어나 은어를 자주사용하는 것이 반드시 다른 친구들을 괴롭히기 위한 목적에서 사용되는 것이 아니라그와는 별개로 받아들여 질 수 있다는 것이다. 또한 시설물 설치 이후 언어폭력 가해경험이 줄어드는 것으로 나타난 이유는 시설물 설치의 직접적인 영향도 있을 수는 있지만, 시설물 설치과정에서 언어폭력을 비롯해 학교폭력의 문제를 학생과 교사가 보다심각하게 인식하게 되고 그로 인해 학교폭력이 감소하는 간접적인 효과도 있는 것으로 보인다. 그러므로 학교폭력이라는 특수한 상황예방차원의 시설물 설치수준을 넘어일상생활에서 바른 언어사용에 대한 교육을 학교와 가정에서 연계하여 실시한다면,시설물의 긍정효과는 보다 높아질 것으로 생각된다.결론적으로 이번 사업의 긍정적인 측면은 디자인 시설물에 대한 이용률과 만족도가높다는 점, 그리고 언어폭력이 다소 줄어들었다는 점을 들 수 있다. 또한 시설물 설치이후 교사와 학생 모두 학교폭력예방에 대한 인식이 높아짐으로써 디자인 시설물이학교폭력에 미치는 간접적인 효과를 확인할 수 있었다. 다만, 언어폭력에 대한 부정적인식을 제고한 것과는 별개로 학생들의 비속어와 은어사용 등 언어습관의 변화, 학생간 유대관계는 단시간에 개선되기 어려운 문제로 보인다. 또한 학생들이 주도하고참여하는 컨텐츠 제작과 학생과 교사 간, 학생과 부모 간, 학생과 지역주민 간의 긍정적 언어소통 역시 장기간의 노력이 요구되는 것으로 나타났다. 이번 안심통학로 사업과 같은 디자인을 통한 학교폭력예방사업에서 시설물의 유지관리와 컨텐츠 제작이성공적으로 이루어지기 위해서는 학교와 교사의 역할이 매우 중요하며, 교육청과 지자체의 관심과 참여도 중요할 것으로 여겨진다.